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All Subjects: College Enrollment
All Subjects: disability
Resource Type: Text
Status: Published

A cultural historical activity theoretical (CHAT) framework for understanding the construction of inclusive education from Turkish teachers' and parents' perspectives

Description

Inclusive education has become a global movement through the policies of the United Nations Educational, Scientific, and Cultural Organization (e.g., Salamanca Statement). These policies led many developing nations to adopt these policies in their national policy agendas. Turkey has developed inclusive education policies that deal with the education of students with disabilities (SwD). However, although SwD are the largest group who are marginalized and excluded from educational opportunities, there are other groups (e.g., cultural-linguistic minorities) who experience educational inequities in access and participation in learning opportunities and deal with enduring marginalization in education. This study examined a) Turkish teachers’ and parents’ conceptualizations of inclusive education for diverse groups of students, namely SwD, Kurdish students (KS), and girls, who experience educational inequities, b) how their construction of students’ identities influenced students' educational experiences in relation to inclusive education, c) how their stories revealed identities, differences and power, and what role privilege played in marginalization, labeling, and exclusion of students within conceptualizations of inclusive education. I used cultural historical activity theory (Engeström, 1999) and figured worlds (Holland et al., 1998) to understand the teachers’ and parents’ interpretations and experiences about inclusive education. This qualitative study was conducted in four different schools in Maki, a small southwestern city in Turkey. A classroom photo, with a vignette written description, and a movie documentary were used as stimuli to generate focus group discussions and individual interviews. I conducted classroom observations to explore the context of schooling and how students were positioned within the classrooms. Classroom artifacts were additionally collected, and the data were analyzed using a constant-comparative method. The study findings demonstrated that students had different equity struggles in access, meaningful participation, and having equal outcomes in their education. The education activity system was not inclusive, but rather was exclusive by serving only certain students. SwD and girls had difficulty accessing education due to cultural-historical practices and institutional culture. On the other hand, Turkish-only language policy and practices created tensions for KS to participate fully in education activity systems. Although stakeholders advocated girls’ education, many of them constructed SwD’s and KS’ identities from deficit perspectives.

ContributorsKilinc, Sultan (Author) / Arzubiaga, Angela (Thesis advisor) / Kozleski, Elizabeth B. (Thesis advisor) / Swadener, Elizabeth Blue (Committee member) / Arizona State University (Publisher)

Created2016

Parental Expectations and Future Pathways to Success

Description

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)

Created2021-05

The Experiences That Motivated Disabled Students to Enroll in an Honors College

Description

Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.

ContributorsBowe, Emily (Author) / Kappes, Janelle (Thesis director) / Panneton, Teresa (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Division of Teacher Preparation (Contributor)

Created2022-05